All examsWritten answers
GCSE English Language · Edexcel style · Paper 2 Section A, Question 3 style
Edexcel Paper 2 Question 3 style: Language and structure (15 marks, AO2) (Travels in West Africa)
AO215 marks · about 20 minutes

Analyse how the writer uses language and structure to interest and engage the reader. Support your views with detailed reference to the text. [15 marks]

Read the extract, then write below it.
It is at these times you realise the blessing of a good thick skirt. Had I paid heed to the advice of many people in England, who ought to have known better, and did not do it themselves, and adopted masculine garments, I should have been spiked to the bone, and done for. Whereas, save for a good many bruises, here I was with the fulness of my skirt tucked under me, sitting on nine ebony spikes some twelve inches long, in comparative comfort, howling lustily to be hauled out. The Duke came along first, and looked down at me. I said, "Get a bush-rope, and haul me out." He grunted and sat down on a log. The Passenger came next, and he looked down. "You kill?" says he. "Not much," say I; "get a bush-rope and haul me out." "No fit," says he, and sat down on the log. Presently, however, Kiva and Wiki came up, and Wiki went and selected the one and only bush- rope suitable to haul an English lady, of my exact complexion, age, and size, out of that one particular pit. They seemed rare round there from the time he took; and I was just casting about in my mind as to what method would be best to employ in getting up the smooth, yellow, sandy-clay, incurved walls, when he arrived with it, and I was out in a twinkling, and very much ashamed of myself, until Silence, who was then leading, disappeared through the path before us with a despairing yell. Each man then pulled the skin cover off his gun lock, carefully looked to see if things there were all right and ready loosened his knife in its snake-skin sheath; and then we set about hauling poor Silence out, binding him up where necessary with cool green leaves; for he, not having a skirt, had got a good deal frayed at the edges on those spikes. Then we closed up, for the Fans said these pits were symptomatic of the immediate neighbourhood of Efoua. We sounded our ground, as we went into a thick plantain patch, through which we could see a great clearing in the forest, and the low huts of a big town. We charged into it, going right through the guard-house gateway, at one end, in single file, as its narrowness obliged us, and into the street-shaped town, and formed ourselves into as imposing a looking party as possible in the centre of the street. The Efouerians regarded us with much amazement, and the women and children cleared off into the huts, and took stock of us through the door-holes. There were but few men in the town, the majority, we subsequently learnt, being away after elephants. But there were quite sufficient left to make a crowd in a ring round us. Fortunately Wiki and Kiva's friends were present, and as a result of the confabulation, one of the chiefs had his house cleared out for me. It consisted of two apartments almost bare of everything save a pile of boxes, and a small fire on the floor, some little bags hanging from the roof poles, and a general supply of insects. The inner room contained nothing save a hard plank, raised on four short pegs from the earth floor.
Source: Mary Kingsley, Travels in West Africa (1897). Public domain.
0 words · saved on this device as you type
How this is marked

AO2 (published assessment objective): Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views (English). For Geography: demonstrate geographical understanding of concepts and how they are used in relation to places, environments and processes, and the interrelationships between places, environments and processes. For History: explain and analyse historical events and periods studied using second-order historical concepts.

Assessed against AO2 using Revision Robin's own level descriptors below. These are not the exam board's mark scheme. Every quotation in the feedback is checked against your answer and the extract before you see it, and a teacher's mark overrides ours.

Level 4 · 12 to 15Perceptive, detailed analysis. Explains precisely how specific word choices, techniques or structural features shape the reader's response; quotations are apt and well chosen; terminology is accurate and sharpens the point rather than decorating it.
Level 3 · 9 to 11Clear, relevant explanation of effects. Quotations are relevant and mostly well chosen; terminology is accurate; the answer explains effect rather than only naming features.
Level 2 · 5 to 8Some understanding of effects. Attempts to comment on effect, often in general terms; some relevant quotation; terminology sometimes used, sometimes inaccurately.
Level 1 · 1 to 4Simple awareness. Mostly paraphrase or retelling; little or no quotation; features named without explanation of effect.